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Core Skills Framework: an introduction
Valid from: August 2013
Publication code: 4686
Published by the Scottish Qualifications Authority,
The Optima Building, 58 Robertson Street, Glasgow, G2 8DQ, and
Ironmills Road, Dalkeith, Midlothian, EH22 1LE
© Scottish Qualifications Authority 2008, 2013
Contents Introduction 1
The Core Skills 2
Core Skills certification 7
The purpose of this document 7
Communication
Oral Communication SCQF 2 8
SCQF 3 9 SCQF 4 10 SCQF 5 11
SCQF 6 12
Written Communication (Reading) SCQF 2 14 SCQF 3 15 SCQF 4 16
SCQF 5 17 SCQF 6 18
Written Communication (Writing) SCQF 2 19
SCQF 3 20 SCQF 4 21
SCQF 5 22 SCQF 6 23
Numeracy
Using Graphical Information SCQF 2 25 SCQF 3 26 SCQF 4 27 SCQF 5 28 SCQF 6 29
Using Number SCQF 2 30
SCQF 3 31 SCQF 4 33 SCQF 5 35 SCQF 6 36
Information and Communication Technology
Accessing Information SCQF 2 37 SCQF 3 38
SCQF 4 39 SCQF 5 40 SCQF 6 41
Providing/Creating Information SCQF 2 42 SCQF 3 43 SCQF 4 44 SCQF 5 45 SCQF 6 46
Problem Solving
Examples of tasks 47
Critical Thinking SCQF 2 48
SCQF 3 49 SCQF 4 50
SCQF 5 51 SCQF 6 52
Planning and Organising SCQF 2 53
SCQF 3 54 SCQF 4 55
SCQF 5 56 SCQF 6 57
Reviewing and Evaluating SCQF 2 58
SCQF 3 59 SCQF 4 60 SCQF 5 61
SCQF 6 62
Working with Others
Examples of tasks 63
Working Co-operatively with Others SCQF 2 64 SCQF 3 65 SCQF 4 66
SCQF 5 67 SCQF 6 68
Core Skills Framework: an introduction
1
Introduction Core Skills enable people to put their knowledge, skills and understanding into
action flexibly, adapting them to new situations. Core Skills apply to a wide range
of contexts in education and training, in life, and in work. They underpin and
promote the development of learning and study skills, and provide a foundation
for lifelong learning and personal development.
The importance of Core Skills is widely recognised in employment and education.
Lifelong learning that builds on people’s Core Skills is essential if individuals are
to fulfil their personal needs and meet the needs of society. In the workplace,
employees at every level are increasingly expected to take responsibility for the
quality of the products and services they produce or provide. Individuals who can
analyse and solve problems, communicate well, use information technology, and
work with others effectively, are well-equipped to assume the active, flexible and
responsible roles that modern workplaces need.
A wide variety of skills and qualities are developed and used in education and
training, in work and in life. Some of these are ‘core’ to personal development and
performance.
First, there are skills for tackling issues and problems. These skills include being
able to:
think critically and creatively
analyse situations and suggest courses of action
plan and organise what is involved and carry it through to completion
reflect on what has been done and draw conclusions for the future
Second, there are skills that are vital in enabling individuals to function
effectively. Communication, both orally and in writing, is essential for clarifying
your own thoughts, for relating to others, and for learning and working. The
numerical skills involved in processing, interpreting, and communicating
information can help you to understand, predict, and solve many types of
problem. Skills in using information and communication technology are
increasingly essential for obtaining and analysing information, for organising your
ideas, and for communicating and working with others. And being able to work
with others means having interpersonal skills that help you to co-operate with
others in personal, learning and working situations to identify and achieve your
shared goals.
Core Skills Framework: an introduction
2
The Core Skills Each Core Skill, and its components, can be assessed at SCQF levels 2–6. This
section gives you a brief description of each component, and describes the range
of activities that its assessment will involve at the different levels.
Core Skill: Problem Solving
The three components of this skill are the stages involved in tackling issues and
problems in personal, social, and work contexts. They are often used in sequence,
and repeatedly. Each component can also be a focus of activity in its own right.
Component: Critical Thinking
Critical Thinking is about using analysis and reasoning to make decisions and to
create or suggest ideas, courses of action, and strategies. Attainment levels range
from:
working in situations that involve a few, easily-identified factors set in
familiar contexts
to:
working in more complex situations that require a greater degree of analysis
before approaches can be devised
Component: Planning and Organising
Planning and Organising is the ability to plan a task, taking account of available
resources, and to manage the task to completion. Attainment levels range from:
creating plans involving a small number of steps and using familiar resources
to:
efficient management of a more complex plan, which may include a review of
strategy and a degree of research in identifying the resources to be used to deal
with difficulties
Component: Reviewing and Evaluating
Reviewing and Evaluating is the ability to reflect on and review the process of
tackling issues and problems, to evaluate the outcomes, and to identify where
alternative strategies might have been used. Attainment levels range from:
identifying a strength and weakness in a strategy
to:
identifying and gathering evaluation evidence, evaluating strategies, and
making appropriate recommendations
Core Skills Framework: an introduction
3
Core Skill: Communication
Communication skills underpin almost all personal, social, learning, and working
activity. They are essential in clarifying your thoughts, in interacting and
conversing effectively with others, and in conveying information, feelings, and
opinions.
Component: Oral Communication
Oral Communication means being able to take part in discussions and make
presentations, interacting with your audience as appropriate. Attainment levels
range from:
conveying basic information and opinions through short, informal
communications on familiar topics
to:
presenting and analysing complex information and issues through more
sustained discussions or presentations on complex topics, as well as listening
and responding to what others say
Component: Written Communication
Written Communication is the ability to write and respond to writing (reading).
Attainment levels range from:
dealing with brief communications expressing a few basic ideas or pieces of
information about familiar topics
to:
dealing with communications which analyse and explore complex information
and issues
Core Skill: Numeracy
To cope with the demands of everyday life, including work and study, people
need to be comfortable with numbers and with graphs, symbols, diagrams, and
calculators. The skills needed for this involved interpreting, processing, and
communicating, quantifiable and spatial information.
Component: Using Graphical Information
This is the ability to interpret and communicate quantifiable information that is
given in writing, diagrams, or pictures. Attainment levels range from:
working in familiar contexts with simple, specified tables, graphs and shapes
to:
Core Skills Framework: an introduction
4
working in more abstract contexts and with more complex graphical
information which may require some analysis, and where decisions have to be
made on effective ways to communicate the information
Component: Using Number
This is the ability to apply numerical and other relevant mathematical and
statistical skills. Attainment levels range from:
working confidently with basic numbers in everyday contexts
to:
working confidently with more complex numerical concepts and techniques in
more abstract contexts
Core Skill: Information and Communication Technology
Information and Communication Technology is concerned with the electronic
collection, organisation, analysis, presentation, and communication of
information. It encompasses all media types and formats as well as all relevant
tools.
The Core Skill focuses on the ability to use information and communication
technology to process information in a variety of ways which will be necessary
for further learning in work and in the home. It is not about developing IT
specialists who will act as first-line support for others or install specialist systems.
This is a rapidly progressing area. While the standards and examples given
provide a snapshot for 2013, the framework has been designed to be flexible
enough to accommodate any further digital skills deemed essential for everyday
use.
Component: Accessing Information
This is the ability to use information and communication technology to support a
range of information-accessing activities. Attainment levels range from:
accessing basic information and communication technology to perform simple
processing of familiar data and to select information from a local database or a
simple internet search
to:
making effective, responsible, and secure use of information and
communication technology, using application software in a context requiring
some analysis and evaluation, and retrieving information from a range of
sources
Core Skills Framework: an introduction
5
Component: Providing/Creating Information
This is the ability to use information and communication technology to provide,
create, and process information. Attainment levels range from:
using familiar application software to carry out very simple processing tasks
and providing/creating very simple information technology
to:
using a range of information and communication technology in unfamiliar
contexts, observing security procedures and the needs of other users.
Evaluating and sharing information
Core Skill: Working with Others
The fact that Working with Others is a Core Skill emphasises the importance of
co-operation and teamwork in social, learning, and working situations. Working
with Others has two components: Working Co-operatively with Others, and
Reviewing Co-operative Contribution.
While achieving a shared goal is the main focus, co-operation with others should
be developed through all stages of any collaboration.
Reviewing your own contribution and learning through reflection also has a wider
application to personal development.
Component: Working Co-operatively with Others
This is about using interpersonal skills appropriately, to recognise and value the
roles of other people, taking responsibility for your own contribution, and
supporting co-operative working in appropriate ways. Attainment levels range
from:
identifying, with support, your own role and the roles of other people, and
helping to achieve a shared goal
to:
analysing the roles and behaviour of others and adapting your own behaviour
to deal with the complexity of changing and challenging dynamics
Component: Reviewing Co-operative Contribution
This is the ability to discuss the process of working co-operatively with other
people, reflecting on and reviewing the collaboration. This might include
commenting or resolving issues and handling other people’s behaviour.
Core Skills Framework: an introduction
6
Learners should evaluate the outcomes, identify the value of their own
contribution, and reflect on any personal learning and development that may be
needed to enhance their contribution to future collaborative work.
Attainment levels range from:
identifying a strength and weakness in the way you helped achieve things
together, suggesting how your own contribution could be strengthened in the
future
to:
identifying and gathering evidence, critically evaluating your own
contribution, and making appropriate recommendations about future learning
and contributions
Core Skills Framework: an introduction
7
Core Skills certification Since 1999, candidates for SQA qualifications have been able to show what they
have achieved in Core Skills.
Candidates with Standard Grades will already have a Core Skills profile. Also,
many candidates undertaking key National Courses, supporting Curriculum for
Excellence, should get a Core Skills profile.The Core Skills Profile is reviewed
each time they achieve a new SQA qualification. There is no need for candidates
to achieve all Core Skills, or to complete a Group Award. Their profile will report
their Core Skills achievements by component — so Core Skills certification is
available to those who do not complete a whole Core Skill.
With increasing emphasis being placed on Core Skills in education (including
higher education), training, and employment, it is important that candidates are
given the opportunity to be credited for what they can do.
Candidates can achieve Core Skills through:
any Unit, Course or Award which has been audited against the Core Skills
framework and validated as fully covering one or more Core Skills component
named Core Skills Units
In the former case, certification will be automatic. Candidates will not need to
enter for the Core Skills component — the entry on the Core Skills profile will be
generated automatically by SQA when they achieve the relevant Unit, Course or
Award.
Named Core Skills Units are available for use by schools, colleges, higher
education institutions, and training providers, and in the workplace.
The purpose of this document The remainder of this document provides detailed technical specifications for each
Core Skill for use by those designing programmes of learning and teaching in
Scotland. This document should support practitioners in the teaching and learning
of Core Skills, this does not always have to be tied to certification. It can also be
used for auditing Units, Courses, Awards, assessment programmes, and Group
Awards, and by SQA staff.
The document gives definitions of the Core Skills at each level and the specific
skills in each. It also gives details of how the skills could be applied by the
candidate. The further information section should be interpreted in the context of
the Unit/Course. The section is not a list of mandatory requirements. It gives
examples of how a candidate can show the development of the specific skills.
Core Skills Framework: an introduction — Communication
8
Oral Communication SCQF 2
General skill
Produce and respond to a very simple oral communication.
Specific skills
The candidate must:
convey at least one very simple item of information, opinion, or idea
use an adequate range of spoken language structures
take account of situation and audience during delivery
listen to and take account of the contributions of others
Further information
The candidate can show this through:
taking part in a very simple interaction with one or more people — this will usually
be a brief discussion on a very simple, familiar topic
using language that the listener(s) understand(s). There may be weaknesses in the
candidate’s use of vocabulary, register, and sentence structures, but these should not
prevent communication with others
in the main, speaking loudly enough for listeners to hear
occasionally using appropriate non-verbal conventions — eg making appropriate eye
contact once or twice, pausing at appropriate points
responding to others appropriately by listening and taking account of their
contributions — eg by repeating information or answering a question, nodding
Examples of tasks might include:
responding to very simple suggestions made to change something
agreeing or disagreeing with a very simply expressed point of view
giving personal details such as a name and address to another person in response to a
very simple question
telling a very simple joke
Core Skills Framework: an introduction — Communication
9
Oral Communication SCQF 3
General skill
Produce and respond to simple oral communication.
Specific skills
The candidate must:
convey simple information, opinions, or ideas
attempt to sequence and link information, opinions, or ideas
use an appropriate range of spoken language structures
take account of situation and audience during delivery
respond to others, listening and taking account of their contributions
Further information
The candidate can show this through:
taking part in a simple interaction with one or more people — this will usually be a
discussion on a simple topic
conveying information, opinions, or ideas at a simple level
sequencing and linking information clearly and in order — eg giving simple
directions in the correct order
using simple vocabulary in an appropriate register. Vocabulary and sentence
structures will allow the speaker’s meaning to be conveyed
speaking loudly enough for listeners to hear
using appropriate non-verbal conventions — eg by listening and responding,
following an instruction, making appropriate eye contact or gestures, pausing at
appropriate times
responding to others appropriately by listening and taking account of their
contributions — eg by repeating information, or asking or answering questions
Examples of tasks might include:
responding to simple suggestions made to change something
agreeing or disagreeing with a simply expressed point of view
passing on a simple message for an absent colleague
making an estimate based on a simple discussion with a customer
giving directions to a visitor as to how to reach a particular place, or area, that is not
immediately obvious
making a brief call, using a telephone, making a video call, eg Skype or Facetime, to
ask for simple information
discussing the progress of a task or project with others, taking turns in contributing
carrying out a simple and clear instruction/suggestion
Core Skills Framework: an introduction — Communication
10
Oral Communication SCQF 4
General skill
Produce and respond to straightforward oral communication.
Specific skills
The candidate must:
convey appropriate information, opinions, and/or ideas
sequence and link information, opinions, and ideas
use appropriate vocabulary in an appropriate range of spoken language structures
take account of situation and audience during delivery
respond to others, listening and taking account of their contributions
Further information
The candidate can show this through:
taking part in a straightforward interaction with one or more people — this will
usually be a discussion on a straightforward topic, although candidates may also
deliver a short talk with questions and answers
conveying several items of information, opinions, or ideas
sequencing and linking information clearly and in order when presenting — eg
giving instructions in the correct order; giving a short talk with a recognisable
beginning and end, and basic linkage
using vocabulary, register, and sentence structures which are mainly appropriate to
purpose and audience. There should be some attempt to vary these as appropriate
— eg rephrasing a point in simpler terms to aid the understanding of others
speaking loudly enough for listeners to hear, and trying to vary pace and tone
using appropriate non-verbal conventions — eg making appropriate eye contact,
posture or gestures, pausing at appropriate points
taking account of the contributions of others — eg by listening and responding to
points of view, taking account of their contributions, answering questions, asking
questions to clarify, or expanding points briefly if necessary
Examples of tasks might include:
acting on a telephone complaint from a customer which has some detail
discussing a short, straightforward work briefing and taking appropriate action
following the main thread of a straightforward group discussion on a local issue and
contributing with some reasoned argument/opinions
recognising when a comment is overtly sarcastic or ironic
taking part in an uncomplicated interview/webinar/web conference
giving a short informal talk and answering some questions on some aspect of work
undertaken
Core Skills Framework: an introduction — Communication
11
Oral Communication SCQF 5
General skill
Produce and respond to oral communication.
Specific skills
The candidate must:
convey all essential information, opinions, or ideas with supporting detail accurately
and coherently
show skill in sequencing and linking information, opinions, and/or ideas
use vocabulary and a range of spoken language structures appropriate to purpose and
audience
take account of situation and audience during delivery
respond to others, listening and taking account of their contributions
Further information
The candidate can show this through:
taking part in a spoken interaction with one or more people — this may be a
discussion which has a clear purpose, is on a relevant topic, and allows for
exploration and the reaching of a consensus. The candidate will make a significant
contribution. Alternatively, the candidate can deliver a presentation which includes
significant interaction with the audience. The presentation may be supported by
images — eg illustrations, models or images using IT or multimedia tools
conveying all essential information or ideas — eg by developing an argument
containing several sets of information, or by giving a demonstration, or by exploring
an issue in some detail
sequencing and linking to present information clearly and in order — eg a
presentation, giving an overview in the introduction, presenting information in a
logical sequence, and giving a conclusion summarising the main points
using vocabulary, register and sentence structures which are appropriate to a clear
purpose and audience. These should be varied as necessary. Some formal language
may be used — eg use of specialist vocabulary
speaking loudly enough for listeners to hear and adjust pace and modulation to meet
the needs of the audience
making appropriate use of eye contact, posture, and gesture
taking account of the contributions of others — eg by listening and responding to
points of view, taking account of their contributions, answering questions, asking
questions to clarify or explore in greater depth, summarising or expanding on points
made
Examples of tasks might include:
taking part in an interview or meeting at work to decide on the best course of action
giving a presentation which is supported by visual aids such as multimedia tools
making a significant contribution to a local debate, taking a range of roles to help
move the discussion forward to conclusion
explaining a task with several steps and a considerable degree of detail to a new
member of a team or class
summarising a series of points made in a discussion group
Core Skills Framework: an introduction — Communication
12
Oral Communication SCQF 6
General skill
Produce and respond to oral communication on a complex topic.
Specific skills
The candidate must:
use vocabulary and a range of spoken language structures consistently and
effectively at an appropriate level of formality
convey all essential information, opinions, or ideas with supporting detail accurately
and coherently, and with varied emphasis as appropriate
structure communication to take full account of purpose and audience
take account of situation and audience during delivery
respond to others, listening and taking account of their contributions
Further information
The candidate can show this through:
taking part in a spoken interaction with one or more people. This may be a formal
meeting/discussion/web conference with a clear remit to explore an issue in depth
and reach conclusions. Candidates will make a significant and sustained
contribution to the discussion which should allow for identification of key elements
and exploration of points of view on a complex issue. Alternatively, the candidate
can deliver a structured oral presentation which presents, analyses, and evaluates a
substantial body of information. The presentation should include significant,
sustained interaction with, and responses to, the questions and points of view of the
audience. An oral presentation should be supported where appropriate by images —
eg illustrations, models or images using IT or multimedia tools
conveying all essential information or ideas. Although the topic may be complex,
the candidate may simplify elements by identifying and expanding on key aspects,
possibly in response to questions
using vocabulary, register, and sentence structures which are consistently
appropriate to purpose and audience, and are varied effectively. Some complex or
specialist vocabulary may be used
integrating the use of formal language and non-verbal conventions, with conscious
variation in tone, pace, and modulation adjusted to audience needs. Skilled use will
be made of eye contact, posture, gesture and tone
responding to others as appropriate — eg by listening; answering questions; asking
questions to clarify or explore responses in greater depth; analysing; summarising;
expanding, reflecting on or synthesising the points of view expressed
Core Skills Framework: an introduction — Communication
13
Oral Communication SCQF 6 (continued)
Examples of tasks might include:
giving a work briefing for performance of a complex task or procedure, and
responding to questions
summarising both sides of a group discussion on a given proposal
reacting appropriately to a complex complaint from an annoyed customer
making a significant contribution, based on prior preparation and investigation, to a
formal meeting/conference with a clear remit
making a sustained and coherent argument on a complex topic based on a range of
beliefs, values, opinions, or facts
making a formal presentation which collates, analyses, and presents conclusions on
findings from a substantial project
Core Skills Framework: an introduction — Communication
14
Written Communication (Reading) SCQF 2
General skill
Read and understand very simple written communication.
Specific skills
The candidate must:
identify the purpose of a brief written communication of non-fiction
identify a piece of information in the written communication
Further information
Reading material should be very familiar to candidates and routine to their situation.
Texts with a practical purpose are most suitable — these are likely to include supporting
images as well as words. Vocabulary should be familiar to the candidates. The
communication will be very brief — using a few simple sentences — and should express
its content in a direct, uncomplicated way. The purpose of the communication should be
very clear and embodied in conventions typical of this particular form — eg layout,
language, use of pictures or other supportive material. The candidate can show this through:
reading a brief written communication (text) which conveys one or two items of
information — the text must be non-fiction
identifying the purpose of that text, showing awareness of the context within which
the information is used — eg a warning, an instruction, an invitation, a list, an
application
identifying a specific piece of information from the text
Examples of tasks might include:
identifying a warning notice and extracting the key information
identifying an invitation to a birthday party and extracting the correct
sender/place/time/date
using a very simple, short shopping list of familiar products to buy correct items
Core Skills Framework: an introduction — Communication
15
Written Communication (Reading) SCQF 3
General skill
Read, understand, and evaluate simple written communication.
Specific skills
The candidate must:
identify the significant ideas or main points in the written communication of non-
fiction
make a basic evaluation of the communication supported by a single piece of
evidence
Further information
Reading materials should be familiar to the candidate and routine to their situation. Texts
with a practical purpose are most suitable. These may include images as well as words.
Vocabulary should be familiar to the candidates. The communication will be brief, the
key points should be explicit, and the content should be direct and uncomplicated. The
purpose of the communication should be clear and should be clearly embodied in
conventions typical of this particular form — eg layout, language, use of pictures or other
supportive material, level of formality. The candidate can show this through:
reading a brief written communication (text) which conveys several items of
information. The text must be non-fiction
extracting the most important ideas/key points of information from that text
saying whether the text achieved its purpose and give a reason
Examples of tasks might include:
identifying the main information from a simple leaflet and commenting on how
useful the leaflet is
explaining the point of a letter from school or college, identifying the main
information it contains, and deciding if it is, or isn’t, a helpful letter
explaining the aim of a short article posted on the web (or in a magazine, or
newspaper) to highlight the benefits of recycling, taking the main points to discuss
and deciding if it is a convincing article
identifying what is required from a job advert, including what skills are required for
the job and deciding, with reasons, whether or not it is likely to succeed
Core Skills Framework: an introduction — Communication
16
Written Communication (Reading) SCQF 4
General skill
Read, understand, and evaluate straightforward written communication.
Specific skills
The candidate must:
give an accurate account of important ideas or significant information in a written
communication of non-fiction
make a basic evaluation of the communication supported by evidence
Further information
Reading material should be mainly familiar to candidates and routine to their situation,
and may include images as well as words. Vocabulary should be familiar to the
candidates, but may include some accessible specialist or technical terms. Sentences will
usually be simple in structure and there will be a straightforward relationship between
paragraphs or other structural divisions. The communication should express its content in
a direct, uncomplicated way and key points should be easily identifiable. The purpose of
the communication should be embodied in conventions which are consistent with its
purpose and the intended reader — such as layout, use of graphics, and language. The candidate can show this through:
reading a written communication (text) which conveys several sets of information
and/or a distinct opinion. The text must be non-fiction
extracting the main points from that text
saying how well the text meets its purpose, referring to aspects of the text such as
conventions of layout, format, and language used
Examples of tasks might include:
identifying the main issues in an e-mail outlining a new work policy, actively
responding to each point, and commenting on how clearly the message had been
conveyed
identifying the main points in an article on healthy eating which explores several
ways this can be achieved and commenting how persuasive it has been
following the written instructions for using a piece of domestic equipment and
commenting on their clarity
Core Skills Framework: an introduction — Communication
17
Written Communication (Reading) SCQF 5
General skill
Read, understand, and evaluate written communication.
Specific skills
The candidate must:
identify significant information, ideas, and supporting details in a written
communication of non-fiction
evaluate the effectiveness of the communication in meeting its purpose
Further information
Reading materials may deal with topics and use vocabulary which candidates may
reasonably have been expected to encounter through a general awareness of vocational or
current issues. They may sometimes feature unfamiliar, abstract ideas and complexity in
tone, point of view or central argument. A suitable text will combine factual content with
analysis, or present a sustained point of view. It may use some complex vocabulary and
sentence structures which allow for exemplification. It may include images (eg diagrams,
maps, tables, sketches or photographs) as well as words. The text may have more than
one purpose — eg to inform and report, or evaluate; to express a reaction; and to
persuade. The candidate can show this through:
reading a written communication (text) which combines factual content and analysis
and/or presents a sustained opinion or argument. The text must be non-fiction
identifying the significant ideas and detail within the communication and make
appropriate links
evaluating how well the communication meets its main purpose and the needs of its
intended readers by referring to content, style, and conventions such as layout,
graphics, and language
Examples of tasks might include:
presenting a summary of an article from a local or community newspaper or web
page, identifying any bias and its possible effect on readers
summarising (or responding to) the features and costs of equipment described in a
detailed e-mail, evaluating how well the message works
following detailed on-screen instructions to play a new computer game and
commenting on their effectiveness
Core Skills Framework: an introduction — Communication
18
Written Communication (Reading) SCQF 6
General skill
Read, understand, and evaluate complex written communication.
Specific skills
The candidate must:
identify and summarise all significant information, ideas and supporting details in a
complex written communication of non-fiction
evaluate fully the effectiveness of a communication in meeting its purpose and the
needs of its intended readership
Further information
Reading materials may deal with topics and vocabulary which are abstract and may be
unfamiliar to candidates. Information, ideas, and meaning will be at a sophisticated level
(often characterised by the number and relationship of ideas, by density of detail, or by
abstraction). The text may use complex/specialist vocabulary and make substantial use of
sentences which are internally complex. The structure of the text will allow for
exemplification and analysis. The text may include images (eg diagrams, maps, charts,
tables, photographs) as well as words. The text will normally have more than one purpose
— eg to inform, report and evaluate; to discuss and to persuade; to express a reaction; to
share an experience and to draw conclusions; to recommend. The candidate can show this through:
reading a written communication (text) which is concerned with the presentation,
analysis, and synthesis of information; and/or which explores an issue from several
perspectives; and/or which presents a sustained and sophisticated argument. The text
must be non-fiction
extracting, summarising, and providing a full explanation of the relationships
between all significant information, ideas, and supporting detail within the
communication
evaluating fully how well the communication meets its purpose and the needs of its
intended readers. Evidence given in support of this evaluation should include
analysis of the relationship between the purpose and intended readership; and an
examination of the conventions such as style, structure, graphics, layout, tone, and
language
Examples of tasks might include:
summarising and evaluating a substantial research report from a trade or professional
journal
analysing and evaluating a community partnership’s annual report, inferring the
readership/purpose and commenting on the effectiveness of its presentation
analysing and evaluating a series of complex articles from a web log (blog) and
extracting relevant information which may impact on processes at work
Core Skills Framework: an introduction — Communication
19
Written Communication (Writing) SCQF 2
General skill
Produce very simple written communication.
Specific skills
The candidate must:
present relevant information
use conventions which are appropriate for purpose
Further information
Tasks should be very familiar to the candidate and well practised. Texts may include images such as sketches or photographs in support of written texts.
These images may be selected by the candidate with support from a bank of images or
created by the candidate. The candidate can show this through:
producing a brief, written communication which conveys a simple item of
information or a simple opinion presented in concrete personal terms
using very simple vocabulary and where appropriate very simple sentence structures.
Errors may be present but these should not prevent the reader from grasping the
meaning after further reading
Examples of tasks might include:
sending a short note, postcard, or e-mail
making a simple notice or birthday card
making a shopping list of at least six items
Core Skills Framework: an introduction — Communication
20
Written Communication (Writing) SCQF 3
General skill
Produce a simple written communication.
Specific skills
The candidate must:
present all essential ideas/information
use a discernible structure
use conventions which are mainly appropriate for purpose and audience
use spelling, punctuation, and sentence structures which are sufficiently accurate to
convey meaning
Further information
Tasks should be familiar and routine for the candidate. Texts may include images such as maps, sketches, diagrams, or photographs in support of
the written text. These images may be selected by the candidate from a bank of images or
created by the candidate. The candidate can show this through:
producing a brief, written communication which conveys several items of
information and/or a discernible personal opinion
using a format, layout, and word choice which are appropriate to the purpose and
target readership
using simple vocabulary and sentence structures. There may be errors, but these
should not prevent the reader from grasping the meaning
using basic punctuation
Examples of tasks might include:
writing a short update e-mail or note to family
writing a short message requesting information from a colleague
making diary, log book, or blog entries
writing a simple recipe with ingredients list and method
Core Skills Framework: an introduction — Communication
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Written Communication (Writing) SCQF 4
General skill
Produce a straightforward but detailed written communication.
Specific skills
The candidate must:
present all essential ideas/information with some supporting detail in a logical order
use a structure which is mainly appropriate to purpose and audience
use conventions which are appropriate to purpose and audience
use spelling, punctuation, and sentence structure which are mainly accurate
Further information
Tasks should be mainly familiar to the candidates and routine to their situation. The candidate can show this through:
producing a written communication which conveys several sets of information
and/or a clearly stated opinion with generality and objectivity
organising the sets of information/aspects of content into a logical structure, with
straightforward relationships between paragraphs or other divisions
using a format, layout, and word choice which are appropriate to the purpose and
intended readership
using spelling, vocabulary, and sentence structure accurately enough to convey
meaning at first reading
Examples of tasks might include:
recording details of work procedures in a log
responding in writing to a complaint about faulty goods
completing an accident report supported by maps and diagrams
contributing to a general, personal, or vocational blog
Core Skills Framework: an introduction — Communication
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Written Communication (Writing) SCQF 5
General skill
Produce well structured written communication.
Specific skills
The candidate must:
present all essential ideas/information and supporting detail in a logical and effective
order
use a structure which takes account of purpose and audience, and emphasises the
main points
use conventions which are appropriate to target audience and effective in achieving
the purpose
use spelling, punctuation, and sentence structure which are consistently accurate
vary sentence structure, paragraphing, and vocabulary to suit the purpose and target
audience
Further information
The communication will have a clearly defined purpose and audience. Information will
be presented and analysed, with selection and highlighting of the most significant details.
Ideas and opinions will be developed and supported by evidence. Texts may include
images (eg tables, maps, diagrams or photographs) in support of the written text. These
images may be selected from a bank of images or created by the candidate. The candidate can show this through:
producing a written communication which is concerned with the presentation and
analysis of information and/or with developing an opinion or argument
organising the content into a logical and effective structure, with clear linking
between sentences and paragraphs or other structural divisions
using a format, layout, and word choice which are appropriate to the intended
readership and effective in meeting the purpose
using spelling, vocabulary, and sentence structure accurately. This may include some
complex vocabulary and sentence structures. Where appropriate, sentences will show
accurate handling of clauses. Although a few errors may be present when using
complexities, these will not be significant
Examples of tasks might include:
producing a local investigation report with appropriate subdivisions/headings
writing minutes of a meeting with detailed reports on issues discussed
making an extended contribution to a debate within a general, personal, or vocational
blog
producing a critical response on a current topic with appropriate structures and
referencing
Core Skills Framework: an introduction — Communication
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Written Communication (Writing) SCQF 6
General skill
Produce well structured written communication on complex topics.
Specific skills
The candidate must:
present all essential ideas/information and supporting detail in a logical and
effective order
use a structure which takes account of purpose and audience and links major and
minor points in ways which assist the clarity and impact of the writing
use conventions which are effective in achieving the purpose of the piece and
adapted as necessary for the target audience
use spelling, punctuation, and sentence structures which are consistently accurate
vary sentence structure, paragraphing, and vocabulary to suit the purpose and target
audience
Further information
The communication will have a clearly defined purpose, audience, and appropriate
structure. Information will be presented, analysed, and evaluated, and/or ideas and
opinions will be developed in relation to an issue which is explored in depth and
considered from several perspectives, taking account of and refuting challenges.
Appropriate complex topics may involve a large number of related ideas, large amounts
of detail (which the candidate must present clearly), or discussion of abstract or technical
concepts. Texts may include supporting images. The candidate can show this through:
producing a written communication which presents, analyses, and evaluates a
substantial body of information, and/or develops an opinion in relation to an issue
which is explored in depth
using a structure and layout which makes clear how content has been organised and
evaluated, using paragraphing or other structural divisions to make clear distinctions
between facts, opinions, arguments, and conclusions. A recognised referencing
system may be used
using a format, layout, and word choice which are appropriate to the content and
context, adapted to meet the needs of the intended readership, and effective in
meeting the purpose
using spelling, vocabulary, and sentence structure accurately, and vary these to
clarify aspects of content. Sentences may be internally complex and some complex
language may be used, including some specialist vocabulary. Glossaries may be
used. Although a few errors may be present, these will not be significant
Core Skills Framework: an introduction — Communication
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Written Communication (Writing) SCQF 6 (continued)
Examples of tasks might include:
producing a well structured report of a complex, practical investigation or research
project which draws detailed conclusions/makes recommendations for change
drafting a proposal to local councillors which details community resources required
with recommended actions to be taken
writing a detailed report to management on the incidence and causes of recent
accidents with suggestions on how to improve health and safety
Core Skills Framework: an introduction — Numeracy
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Using Graphical Information SCQF 2
General skill
Read and use very simple graphical information in familiar everyday situations.
Specific skills
The candidate must:
extract information from a very simple table or diagram
communicate information in a very simple table or diagram
Further information
Familiar everyday situations might involve calendars, work timetables or schedules, or
transport timetables — the candidate should be able to extract required information from
these sources with prompting/support. Tables and diagrams should be designed for the candidate to complete with prompting/
support. The candidate can show this through:
extracting information from a very simple table containing one category of
information
or
extracting information from a very simple diagram
communicating by adding information to a partially completed table and diagram
Examples of tasks might include:
finding bus departure times from a table showing one destination
finding a school on a very simple street plan of the local area
finding the time of a programme from a very limited broadcasting schedule
producing a simple room plan using shapes provided
Core Skills Framework: an introduction — Numeracy
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Using Graphical Information SCQF 3
General skill
Read and use simple graphical information in everyday situations.
Specific skills
The candidate must:
extract information from: simple tables, graphs, charts, or diagrams
communicate information appropriately through: simple tables, graphs, charts, or
diagrams as appropriate
Further information
Suitable tasks would be provided by timetables or schedules; catalogue or brochure
tables; or distance/time graphs. Tables, graphs, charts, or diagrams should be selected and designed for the candidate to
complete. In the case of a graph involving a scale, the scale should be given.
Communication in simple diagrams should only involve two-dimensional shapes. The
graphical form used to communicate information should be specified for the candidate. The candidate can show this through:
extracting information from at least one of the following:
— a simple table containing two categories of information — a simple chart — eg bar or pie chart — a simple graph — eg a line graph with a simple scale — a simple diagram — eg a diagram of a 2D shape, a 2D representation of a
familiar 3D shape, a simple map communicating information in at least one of the following: simple tables, graphs,
charts, or diagrams
Examples of tasks might include:
comparing the cost of 1st and 2nd Class postage for a given package
using a street map to find your nearest swimming pool
drawing a simple map
completing a fuel consumption chart for a car
producing a simple chart showing male and female preferences for jeans
working out best value from a simple mobile phone tariff table
Core Skills Framework: an introduction — Numeracy
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Using Graphical Information SCQF 4
General skill
Interpret and communicate straightforward graphical information in everyday situations.
Specific skills
The candidate must:
extract information from a straightforward table, graph, chart, or diagram
use appropriate graphical forms to convey particular types of information
communicate information in straightforward tables, graphs, charts, or diagrams
Further information
Work timetables or schedules, transport timetables, or distance/time graphs would
provide suitable tasks. It is assumed that the candidate will be familiar with common
types of tables, graphs, charts, or diagrams in everyday use, but evidence of each of these
is not required. The form in which the candidate will communicate information should be familiar. The candidate can show this through:
interpreting information from at least one of the following:
— a table containing three or four categories of information — a chart — eg a bar or pie chart — a graph with a straightforward scale —eg a line graph — a straightforward diagram — eg a circuit diagram, a 2D representation of a 3D
shape, a map) communicating information appropriately in at least one of the following:
straightforward tables, graphs, charts, or diagrams
Examples of tasks might include:
costing a holiday using tables from a brochure showing prices according to date of
departure, hotel chosen, length of stay
producing a straightforward circuit diagram or map
showing results of a survey in an appropriate format for others to read and make
comparisons
Core Skills Framework: an introduction — Numeracy
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Using Graphical Information SCQF 5
General skill
Interpret and communicate graphical information in everyday situations.
Specific skills
The candidate must:
interpret information from a table, graph, chart, or diagram
use an appropriate form of table, graph, chart, or diagram, to communicate
information
Further information
The candidate should interpret information which has either been presented as a number
of related, straightforward forms; or in one complex form. Interpreting information must
go beyond simply extracting information and include, where appropriate, interpolation
and extrapolation. The candidate will be familiar with a range of common graphical forms, and will use an
appropriate form in which to convey particular information. The candidate can show this through:
communicating information in an appropriate form using tables, graphs, charts, or
diagrams
interpreting information presented in a complex graphical form — eg qualitative
graphs; graphs where part of the axis has been omitted; histograms; graphs showing
concepts/relationships such as cumulative frequency or complex variables
or
interpreting information from a series of straightforward, interconnected tables,
graphs, charts, or diagrams
Examples of tasks might include:
forecasting fuel costs for an organisation from past fuel consumption and cost data
calculating acceleration from a velocity/time graph
calculating a number in a specific age group from a population pyramid
producing a histogram showing customer breakdown by age, gender, and income
using national household survey tables, determine to what extent gender has an
effect on income
Core Skills Framework: an introduction — Numeracy
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Using Graphical Information SCQF 6
General skill
Apply a wide range of graphical skills to interpret and present complex information in
everyday situations.
Specific skills
The candidate must:
extract, analyse, and interpret graphical information
use an appropriate form of complex table, chart, diagram, or qualitative form, and
communicate complex information in that form
Further information
The candidate should extract, analyse, and interpret information which has been
presented in complex graphical forms — eg statistical data in graphical format. The candidate will be familiar with a range of common graphical forms and will use an
appropriate type in which to convey particular information. The type used may be
qualitative — eg a graph with no scales on the axes showing a relationship or trend. The candidate can show this through:
identifying significant features in complex graphical information — eg patterns,
scatter, discontinuities, rates of change — and interpret these in relation to the
underlying variables
communicating information in an appropriate form — eg table, line graph, bar chart,
pie chart, histogram, diagram, or qualitative form such as a graph with no scale on
the axes
Examples of tasks might include:
using a population growth graph to forecast need for secondary school places
drawing a diagram of a room layout to scale
reading weather maps to postpone/advance sailing outings
producing a series of charts to demonstrate staff turnover rates for different grades of
staff
Core Skills Framework: an introduction — Numeracy
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Using Number SCQF 2
General skill
Apply very simple numerical skills in familiar everyday situations using time, money,
and measurement.
Specific skills
The candidate must:
recognise and use some basic numerical notation
choose one numerical operation to be carried out
carry out very simple numerical calculations
make very simple comparisons
read and use a very simple scale which is numbered
Further information
The candidate will be able to carry out very simple calculations which are relevant to
familiar everyday situations. Calculations may be carried out mentally, in writing, or using a calculator or other
electronic device — eg a computer. Candidates may give exact or approximate answers
as appropriate. Candidates should check their answers, but evidence of checking is not
required. The candidate can show this through:
recognising and using two of the following: whole numbers, very simple decimals,
very simple fractions
carrying out all of the following: addition, subtraction, very simple multiplication,
and very simple division of whole numbers
making a very simple numerical comparison between items
reading and use a very simple scale, on which every division is numbered
using a familiar measuring instrument to measure to the nearest marked number
Examples of tasks might include:
working out very simple financial transactions — eg recognising when change is due
adding numbers in a group
dividing portions of food — eg sharing a pizza equally between four people
recognising different times for familiar activities
recognising half-price in a sale is the same as 50% off
recognising that a tin of beans at 47p is much more expensive than a similar tin on
offer at 32p
measuring with a ruler, metre stick, or tape measure
weighing ingredients with household scales
taking the temperature of a room with a thermometer
Core Skills Framework: an introduction — Numeracy
31
Using Number SCQF 3
General skill
Apply simple numerical skills in everyday situations.
Specific skills
The candidate must:
work with basic numerical notation
select appropriate methods to be applied to particular tasks
carry out simple numerical calculations (addition, subtraction, multiplication and
division)
draw simple conclusions from results produced
read and use a simple, numbered scale
Further information
Everyday situations might involve money, time, length, weight, area, volume,
temperature. Tasks will be familiar and will involve only a small number of obvious
steps. Calculations may be carried out mentally, in writing, or using a calculator or other
electronic device — eg a computer. Candidates may give exact or approximate answers
as appropriate. Candidates should check their answers, although evidence of checking is
not required. The candidate can show this through:
using notation for each of the following: whole numbers, simple decimals, simple
percentages, simple fractions, simple ratios — eg 1:3, 5:1
deciding what calculations need to be carried out and in what order — eg add then
multiply
carrying out all of the following: addition, subtraction, multiplication, division
carrying out simple calculations involving one of the following: whole number
percentages, simple fractions — eg ¾
reading and using a scale which has only the main divisions numbered
using a measuring instrument to measure to the nearest numbered division, or use the
scale on a graph to determine quantities to the nearest numbered division
Core Skills Framework: an introduction — Numeracy
32
Examples of tasks might include:
calculating a floor area
calculating the effect of a 10% price rise
calculating the score after three darts in a game of 301
calculating double quantities for a recipe and using scales to weigh accurately
deciding on the appropriate time to leave the house to arrive in time for work, based
on the given departure and arrival time taken for a short journey
decide on how many adults are needed to accompany children on an outing to
comply with current legislation
measuring with a ruler, metre stick, or tape measure where the scale has 0 and 10
labelled, and five subdivisions
Core Skills Framework: an introduction — Numeracy
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Using Number SCQF 4
General skill
Apply a range of straightforward numerical skills in everyday situations.
Specific skills
The candidate must:
work confidently with basic numerical notation
select appropriate numerical methods to be carried out
carry out a range of straightforward numerical calculations
draw straightforward conclusions from results
read and use a straightforward scale
Further information
Everyday situations might involve money, time (including the 24-hour clock), length,
weight, area, volume, and temperature. While there may be a number of steps involved
in the process, they will not always be obvious and may need to be clarified before any
calculation takes place. Calculations may be carried out mentally, in writing, or using a calculator or other
electronic device — eg a computer. It is assumed that candidates will be able to add,
subtract, multiply and divide, but evidence of all the basic operations is not required.
Candidates will round answers to a given degree of accuracy — eg to two decimal
places. Candidates should check answers, although evidence of checking is not required. The candidate can show this through:
reading and using a straightforward scale which has all the main divisions
numbered and sub-divisions marked
using notation for all of the following: whole numbers, decimals, percentages,
fractions, ratios
deciding which calculations are to be carried out, and the order in which to carry
them out — eg add then multiply. At this level, candidates must show that they can
carry out calculations to solve straightforward problems requiring at least two
stages to arrive at an answer
carrying out calculations with whole numbers and decimals — eg adding money
carrying out calculations involving the following: percentages, fractions, ratios
using a measuring instrument to measure to the nearest marked unnumbered
division, or use the scale on a graph to determine quantities to the nearest marked
unnumbered division
Core Skills Framework: an introduction — Numeracy
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Using Number SCQF 4 (continued)
Examples of tasks might include:
calculating the space required to store a defined number of standard-sized boxes
calculating the ratio of males to females, within a particular income bracket, in a
local survey
carrying out a mileage, subsistence, and tax calculations for an expenses claim
calculating possible winnings from a bet on a horse at particular odds
measuring ingredients by volume where scale numbering requires specific
interpretation
forecasting the cost of electricity for the coming year based on bills for the previous
year, and planning monthly amounts to cover this including adjustment for seasonal
variations/price increases
Core Skills Framework: an introduction — Numeracy
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Using Number SCQF 5
General skill
Apply a range of numerical skills in various everyday situations.
Specific skills
The candidate must:
work confidently to solve a numerical problem
decide on the types of numerical calculations to be carried out
decide on steps to be carried out and in what order to solve problems or situations,
where the required processes are not obvious
Further information
Tasks may be set in unfamiliar situations where the relevant facts and their importance
need to be clarified; or in more familiar situations where an analytical approach is
needed. Calculations may be carried out mentally, in writing, or using a calculator or other
electronic device — eg a computer. It is assumed that the candidate will be able to add,
subtract, multiply, and divide whole numbers and decimals, and to work with fractions,
percentages, and ratios as appropriate, but evidence of all of these is not required.
Candidates will round answers to an appropriate degree of accuracy — eg to two decimal
places. Candidates should check answers, although evidence of checking is not required. The candidate can show this through:
solving problems involving one numerical or statistical concept — eg quantitative
and qualitative data, discrete and continuous data, numbers represented by symbols,
or a statistical concept such as range
deciding which operations are to be carried out to solve a problem, and the order in
which to carry them out
carrying out a number of sustained calculations, or at least one specialised
calculation
— eg a calculation involving a scientific formula to determine an outcome
Examples of tasks might include:
calculating annual profit and loss from monthly returns
solving an engineering calculation using a formula expressing the relationship
between work done, force and distance
determining disposable income for a household from monthly accounts
costing materials required to decorate a room
Core Skills Framework: an introduction — Numeracy
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Using Number SCQF 6
General skill
Apply, in combination, a wide range of numerical methods to solve complex problems in
everyday and specialised situations.
Specific skills
The candidate must:
work confidently with numerical or statistical methods
decide on the steps and operations to be carried out to solve a complex problem
carry out a number of sustained, complex calculations
Further information
Tasks may involve unfamiliar contexts where the relevant facts and their importance need
to be clarified. Generalised contexts include situations where the candidate has to deal
with problems in a more general way — eg by creating a model of a situation. Calculations may be carried out mentally, in writing, or using a calculator or other
electronic device — eg a computer. It is assumed that the candidate will be able to add,
subtract, multiply, and divide whole numbers and decimals, and to work with fractions,
percentages, and ratios as appropriate, but evidence of all of these is not required.
Candidates will round answers to an appropriate degree of accuracy — eg to two decimal
places or three significant figures. Candidates should check answers, although evidence
of checking is not required. The candidate can show this through:
solving problems involving one numerical or statistical theory — eg relationships in
symbolic form, numbers represented by symbols, or statistical concepts such as
standard deviation
deciding which steps are to be carried out and the order in which to carry them out.
At this level, candidates must show that they can solve complex problems. The
process of reaching a solution will have several stages, some of which might involve
more than one numerical calculation
carrying out sustained, complex calculations — eg use of formulae in symbolic
form; manipulation of symbols; addition/subtraction/multiplication/division of
fractions and decimals
Examples of tasks might include:
calculations involving complex financial data
in an engineering context, using formulae to calculate the flow of a particular liquid
through a pipe
producing qualitative and quantitative data with impact analysis of intervention,
from a local survey
researching and comparing local data with national statistics — eg on children’s
health
Core Skills Framework: an introduction — Information and Communication Technology
37
Accessing Information SCQF 2
General skill
Use ICT within very simple tasks with assistance if required to access information.
Specific skills
The candidate must:
use a familiar application software to carry out very simple accessing tasks
carry out very simple searches for information using ICT
Further information
The candidate can show this through:
recognising and using features of an ICT interface — eg icons, menus, option
buttons
loading and accessing a file from hard disk or removable media or online storage —
eg internal/external drive, memory stick/card, web/cloud-based storage, mobile
phone
saving a file
retrieving easily accessed information for a given purpose
finding information in a file using a single criteria — eg a key term, field, file name
using (if appropriate) a log-in name, password and/or PIN
Examples of tasks might include:
using a cash-point machine to dispense cash or a statement
using a touch-screen to locate travel information
carrying out a very simple internet search
showing others pictures from a mobile/smart phone
accessing voicemail message on mobile device
Core Skills Framework: an introduction — Information and Communication Technology
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Accessing Information SCQF 3
General skill
Use ICT within simple tasks, to access information.
Specific skills
The candidate must:
use appropriate application software for simple accessing tasks
carry out simple searches for information using ICT
Further information
The candidate can show this through:
use menus to choose operations eg icons, apps, option buttons
save a file to the hard drive from removable media/online storage
name and save a file
locate information using one criterion. Information may be textual, numerical,
graphical, video, audio
observe and apply common ICT security measures — eg by keeping own log-in and
password secure, and recognising online security
Examples of tasks might include:
carrying out a simple internet search for local information
searching a customer database for a specific name
logging-on and operating e-mail at work or at home or on the move
accessing an existing online account in order to carry out a transaction
sorting and organising music files (MP3s) on a computing device
Core Skills Framework: an introduction — Information and Communication Technology
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Accessing Information SCQF 4
General skill
Use ICT effectively to access information within a range of straightforward tasks.
Specific skills
The candidate must:
make effective use of a computing system
carry out straightforward searches, or one sustained search, for information using
appropriate ict
select the relevant information from these searches
Further information
The candidate can show this through:
find and launch application software relevant to given tasks
use straightforward techniques to assist in a search — eg search within results,
quotation marks, ‘find’ tools
carry out straightforward searches for information, using a range of sources/criteria
(eg internet, intranet, local files) or a sustained search using one source and a range
of criteria
select relevant information from searches observe and apply common ICT security
practices when handling information and act accordingly
Examples of tasks might include:
using the internet to find information to plan a community group trip
searching an e-mail account for a specific attachment
finding an online banking service that meets needs
using a search engine to find and select a soundtrack for a project
entering information on GPS/online maps to locate destination
Core Skills Framework: an introduction — Information and Communication Technology
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Accessing Information SCQF 5
General skill
Use ICT independently, effectively, and responsibly to access information within a range
of tasks.
Specific skills
The candidate must:
Make effective, independent, and responsible use of ICT
Carry out searches for information using a range of digital sources
Evaluate results of a search strategy
Further information
The candidate can show this through:
finding and launching appropriate application software to perform given tasks
carrying out searches for information, within parameters, requiring some decisions
about an effective strategy — eg taking account of time, cost, effective filtering of
information
searching for information within given parameters — eg date, format, level, filtering
evaluating information
keeping data secure — eg by using passwords, using malicious software protection,
backing-up data, using encryption or other appropriate methods
Information obtained through the search strategy should be handled responsibly, eg
sources should be referenced; content may need to be rejected, edited or paraphrased.
Examples of tasks might include:
using a database and creating multiple filters to select information for use in a mail-
shot
searching a complex website for an unfamiliar product or service — eg searching for
mobile phone tariffs
using online searches to inform a school project on a given topic
Core Skills Framework: an introduction — Information and Communication Technology
41
Accessing Information SCQF 6
General skill
Use ICT independently to carry out complex searches across a range of tasks.
Specific skills
The candidate must:
use a range of ICT devices, observing security procedures
carry out complex searches for information
evaluate reliability of information
Further information
The candidate can show this through:
selecting and using appropriate application software to perform a range of tasks
keeping data secure and well managed — eg by using passwords, using malicious
software protection , backing-up data, maintaining personal file area, encryption
carrying out complex searches for information within given parameters — eg date,
format, level, relevance
evaluating fitness for purpose of information obtained through search strategy
Complex searches will involve: choice of sources; order of searching; choice of
keywords; use of search logic; application of search parameters; menu and open choice
searching.
Information obtained through the search strategy should be handled responsibly, eg
sources should be referenced; content may need to be rejected, edited or paraphrased.
Examples of tasks might include:
searching multiple external and internal databases, which are unfamiliar and not
uniform, to gather names and addresses of specific company directors to create a
mailing list
Core Skills Framework: an introduction — Information and Communication Technology
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Providing/Creating Information SCQF 2
General skill
Use ICT to perform very simple processing tasks with assistance if required.
Specific skills
The candidate must:
carry out very simple tasks using ICT
use a familiar application software to carry out very simple processing tasks
provide/create very simple outputs using ICT
Further information
The candidate can show this through:
recognising and using features of an ICT interface — eg icons, menus, option
buttons, applications
loading and accessing a file from hard disk, online storage or removable media —
eg internal/external hard drive, memory stick /card, web/cloud-based storage
saving a file
entering, editing and outputting data in a given format in a software application
presenting information in an appropriate mode — eg on screen display, print out,
play digital file
When extracting and presenting information from a data source, candidates may use
either a local or remote source that is familiar to them. The data source may be identified
for candidates and may be one that they have helped to construct, such as a very simple
database or help text. Information may be textual, numerical, graphical or audio.
Examples of tasks might include:
using a touch-screen to locate travel information and purchasing a ticket
carrying out a very simple web search and printing out the results
designing a birthday card for a friend and printing it out
putting the results of a science experiment into an electronic table
using an online reservation system to book a table at a restaurant
Core Skills Framework: an introduction — Information and Communication Technology
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Providing/Creating Information SCQF 3
General skill
Use ICT to perform simple processing tasks.
Specific skills
The candidate must:
carry out simple processing tasks using ICT
select and use appropriate application software to enter, locate, and process simple
information
Further information
The candidate can show this through:
using menus to choose operations
copying/ transferring files to the hard drive from removable media/online storage,
or vice versa
copying/transferring and deleting files and folders
naming and saving a file
entering, editing, and outputting data using appropriate applications software
presenting information in an appropriate mode — eg on screen display, print out,
play digital file
When extracting and presenting information from a data source, candidates may use
either a local or remote source that is familiar to them. The data source may be identified
for candidates and may be one that they have helped to construct, such as a simple
database or help text. Information may be textual, numerical, graphical, audio, etc.
Examples of tasks might include:
word processing a formal letter using a template
searching a customer database for a specific name and printing off the information
loading a piece of music to a removable device — ie a smart phone for personal use
using a self-service checkout to complete purchase transactions
Core Skills Framework: an introduction — Information and Communication Technology
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Providing/Creating Information SCQF 4
General skill
Use ICT effectively to perform a range of straightforward processing tasks.
Specific skills
The candidate must:
make effective use of a computing system to process information
carry out a range of straightforward tasks using familiar application software
present information in a straightforward and appropriate format
Further information
The candidate can show this through:
finding and using applications relevant to given tasks
using straightforward computing utilities — eg file manager, print manager, control
panels, settings
naming and organising folders and sub-folders
presenting information in an appropriate mode — eg on screen display, print out,
play digital file
Work effectively — eg working to a reasonable timescale to meet the desired purpose
and level of accuracy. When searching, extracting and presenting information from an
electronic data source, candidates may use either a local or remote source — eg local
database, CD-ROM, website. The data source should either be familiar to the candidate,
or have a structure for searching which offers straightforward choices. Information may
be textual, numerical, graphical, audio, etc.
Examples of tasks might include:
setting up folders and sub-folders to store own assessments
using the internet to find information to plan a community group trip and producing
a poster
calculating the cost of a children’s party using spreadsheet software
customising a PC desktop or mobile phone screen or tablet
uploading and sharing of file on online forum
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Providing/Creating Information SCQF 5
General skill
Use ICT independently, effectively, and responsibly to carry out a range of processing
tasks.
Specific skills
The candidate must:
make effective, independent, and responsible use of ICT
carry out a range of processing tasks using ICT
locate and integrate data from a range of sources
evaluate information
Further information
The candidate can show this through:
selecting and launching appropriate application software to perform tasks
keeping data secure — eg by using passwords, using malicious software protection,
backing-up data, encryption
presenting information in an appropriate mode — eg on screen display, print out,
play digital file
evaluating information using criteria — eg source, currency, format, relevance
Effective and responsible use of hardware devices and software applications means for
example, demonstrating due attention to other users. When extracting and presenting
information from an electronic data source, candidates may use either local or remote
data sources — eg CD-ROM/websites. The data source should require several
straightforward choices, or have a less obvious structure, or more complex inter-
relationships. Information may be textual, numerical, graphical, audio, etc. Candidates
should be discerning in their choice of websites, having regard for factors such as
reliability, currency, authority, bias, etc. When drawing on information sourced using
ICT candidates should ensure appropriate and ethical use of that information.
Examples of tasks might include:
preparing a presentation using appropriate software applications
using a database to carry out an electronic mail-shot of a standard e-mail to clients
selecting appropriate websites/data sources to research a current issue and
presenting findings in an appropriate format including referencing
creating a presentation with embedded hyperlinks acknowledging their source
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Providing/Creating Information SCQF 6
General skill
Use ICT independently to carry out a range of processing tasks.
Specific skills
The candidate must:
use a range of ICT devices, observing security procedures troubleshoot simple
hardware or software problems
make selective use of ICT
evaluate information
present findings in an appropriate format
Further information on the specific skills
The candidate can show this through:
selecting and launching appropriate application software to perform complex tasks
keeping data secure and well managed — eg by using passwords, using malicious
software protection, backing-up data, maintaining personal file area, encryption, etc
presenting information in an appropriate mode — eg on screen display, print out,
play digital file
evaluating information against chosen criteria
using information ethically – eg referencing sources
Effective and responsible use of hardware devices and software applications,
demonstrating due attention to other users. They should be aware of common hardware
and software problems. When extracting and presenting information from an electronic data source, candidates
may use either local or remote data sources — eg local database, CD-ROM/websites.
The data source should require several straightforward choices, or have a less obvious
structure, or more complex inter-relationships. Information may be textual, numerical,
graphical, audio, etc. Candidates should be discerning in their choice of websites/data
sources, having regard for factors such as reliability, currency, authority, bias. When
drawing on information sourced using ICT candidates should ensure appropriate and
ethical use of that information.
Examples of tasks might include:
using a software package to analyse the results of a survey
calculating the increase in running costs of a small organisation in the light of
salary increases
using a software package to model alternative layouts of a workroom
recording a video on a mobile device — eg a smart phone or tablet and uploading
to video streaming services (eg YouTube) observing ethical practices (eg obtaining
consent) and following security guidelines
Core Skills Framework: an introduction — Problem Solving
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Problem Solving
Examples of tasks might include:
Level 2: Organise a birthday or other celebration for a friend, classmate, or
colleague, taking account of individual preferences and resources available.
Level 3: Troubleshoot a flat tyre, methodically checking the parts to identify
the source of the problem.
Level 4: Cleaning and decorating a bedroom, bed-sit, or shared
accommodation.
Level 5: Draw up, implement, and review a personal revision and study plan
for an exam subject.
Level 6: Devising and implementing a first-day induction programme for a
new member of staff.
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Critical Thinking SCQF 2
General skill
Analyse a very simple familiar situation or issue.
Specific skills
The candidate must:
recognise some main features of the situation or issue
identify a process to deal with the situation or issue, prompted by reference to
previous experience
Further information
The candidate can show this through:
dealing with a routine situation or issue in a context which is familiar. There will be
a small number of variables and/or relationships — these will be identified for the
candidate
recognising which of these variables and/or relationships are of most importance to
the situation
suggesting a routine, familiar course of action to address the situation based on their
previous experience, with prompting
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Critical Thinking SCQF 3
General skill
Analyse a simple situation or issue.
Specific skills
The candidate must:
recognise the main features of the situation or issue
identify a process to deal with the situation or issue
Further information
The candidate can show this through:
dealing with a situation or issue in a context which is familiar to them. There will be
a small number of obvious variables and the relationships between these will be clear
to the candidate. In a less familiar situation, the variables and/or relationships should
be already identified and understood by the candidate
identifying the main variables and the relationships between them
suggesting a routine, familiar course of action to address the situation based on their
previous experience
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Critical Thinking SCQF 4
General skill
Analyse a straightforward situation or issue.
Specific skills
The candidate must:
identify the main features of the situation or issue
select an approach to deal with the situation or issue
Further information
The candidate can show this through:
dealing with a situation or issue in a context which is familiar to them. There will be
a limited number of variables and the relationships between these will be clear
identifying the variables and the relationship between them
evaluating the situation — this might include summarising, explaining, or drawing
conclusions — or devising a strategy (ie a technique, procedure, or a course of
action) to deal with the situation. There may be several, obvious straightforward
approaches to select from, including making a simple modification to a known
process
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Critical Thinking SCQF 5
General skill
Analyse a situation or issue.
Specific skills
The candidate must:
identify the factors involved in the situation or issue
assess the relevance of these factors to the situation or issue
develop an approach to deal with the situation or issue
Further information
The candidate can show this through:
dealing with a situation or issue in a context which is familiar to them where the
relationship between the variables requires to be clarified
OR
dealing with a situation in an unfamiliar context where relationships between
variables are clear
identifying the variables and the relationship between them
evaluating the situation — this might include summarising, explaining, or drawing
conclusions — or devising a strategy (ie a technique, procedure, or course of action)
to deal with the situation. They may devise a new approach or select and/or modify
an existing approach
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Critical Thinking SCQF 6
General skill
Analyse a complex situation or issue.
Specific skills
The candidate must:
identify the factors involved in the situation or issue
assess the relevance of these factors to the situation or issue
provide and justify an approach to deal with the situation or issue
Further information
The candidate can show this through:
dealing with a situation or issue where variables may be relatively complex or
unfamiliar, relationships need to be clarified and the context may be unfamiliar
identifying the variables and the relationships between them, analysing the
significance and relevance of each variable
evaluating the situation — this might include summarising, explaining, or drawing
conclusions — or identify a strategy (ie a technique, procedure, or a course of
action) to deal with the situation. They may devise a new approach or select and/or
modify an existing approach. The approach must be justified, for example, by
accounting for the factors or evidence involved, by referring to the resources and
time available, and/or by comparison with other possible approaches
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Planning and Organising SCQF 2
General skill
Plan, organise, and complete a very simple, familiar task.
Specific skills
The candidate must:
identify some very simple steps in the plan
select appropriate resources to carry out the plan
carry out the task
Further information
The candidate can show this through:
completing a task with a small number of given, clear steps. The resources will be
appropriate to the task and might include information, set procedures, people,
equipment, or physical resources
deciding with support, how the task will be carried out and then complete it. At all
stages, the candidate may need some prompting, referring to previous experience
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Planning and Organising SCQF 3
General skill
Plan, organise, and complete a simple task.
Specific skills
The candidate must:
identify the sequence of steps in the plan
select appropriate resources to carry out the plan
carry out the task
Further information
The candidate can show this through:
completing a familiar task with a small number of steps. If the task is less familiar,
the steps should be given and clear
selecting resources from a familiar range of common resources or from a given
range of familiar resources. The resources will be appropriate to the task and might
include sources of information, set procedures, people, and equipment/physical
resources
deciding how the task will be managed and carry it out — this could include
allocation of tasks to others
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Planning and Organising SCQF 4
General skill
Plan, organise, and complete a straightforward task.
Specific skills
The candidate must:
develop a plan
identify and ensure you have the resources to carry out the plan
carry out the task
Further information
The candidate can show this through:
completing a task in a familiar context. The task may have several obvious possible
approaches or involve modifying a known plan, with a limited number of steps/
variables, where relationships are clear. The plan is likely to be linear. The resources
should be appropriate to the task, and might include sources of information, set
procedures, people, and physical resources such as equipment or accommodation
selecting the resources from a range of familiar sources
deciding how the task will be managed and carry it out — this could include
allocation of tasks to others
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Planning and Organising SCQF 5
General skill
Plan, organise, and complete a task.
Specific skills
The candidate must:
develop a plan
identify and ensure you have the resources to carry out the plan
carry out the task
Further information
The candidate can show this through:
completing a task in an unfamiliar context where relationships are clear
Alternatively, if candidates are working in a familiar context, the relationships
between variables should be unfamiliar
developing a plan which might involve branching (more than one concurrent strand)
identifying and ensuring they have the necessary resources, selecting these from a
wide range of familiar and unfamiliar sources, possibly involving a search. The
resources will be appropriate to the task and might include sources of information,
set procedures, people, and equipment/physical resources
deciding how the task will be managed and carry it out — this could include
allocation of tasks to others
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Planning and Organising SCQF 6
General skill
Plan, organise, and complete a complex task.
Specific skills
The candidate must:
develop a plan
identify and ensure you have the resources to carry out the plan
carry out the task
Further information
The candidate can show this through:
dealing with a task with complex features such as a large number of variables in an
unfamiliar context where relationships may be unfamiliar
involving more than one concurrent strand and a review or opportunity to adjust the
strategy
identifying and ensuring they have resources, selecting these from a range of
familiar and unfamiliar sources, possibly involving a search. The resources will be
appropriate to the task and might include sources of information, set procedures,
people, equipment, and physical resources
deciding how the task will be managed and carry it out — this could include
allocation of tasks to others
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Reviewing and Evaluating SCQF 2
General skill
Review and evaluate a very simple, familiar problem solving activity.
Specific skills
The candidate must:
identify the strengths and weaknesses of the solution to the problem (given some
simple criteria)
Further information
Candidates are likely to be dealing with a familiar activity, set in a familiar context,
involving a small number of obvious variables. The candidate can show this through:
identifying a strength and weakness of a solution, with some prompting and directive
support, referring to previous experience — eg what went well / not so well
using given simple criteria, which might be in the form of questions on the
effectiveness of time, resources, people, etc
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Reviewing and Evaluating SCQF 3
General skill
Review and evaluate a simple problem solving activity.
Specific skills
The candidate must:
identify the strengths and weaknesses of the solution to the problem
use given simple criteria
Further information
Candidates will be dealing with an activity set in a familiar context, involving a small
number of obvious variables and simple task management. The candidate can show this through:
identifying the strengths and weaknesses of the solution to the problem — in a
simple activity the solution or outcome is likely to be the main or only source of
evidence for the evaluation
using given simple criteria, which might include questions — eg appropriateness of
action, resources used, or workability of the solution or outcome
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Reviewing and Evaluating SCQF 4
General skill
Review and evaluate a straightforward problem solving activity.
Specific skills
The candidate must:
identify the strengths and weaknesses of all stages the problem solving strategy
draw a conclusion
Further information
Candidates will be dealing with an activity set in a familiar context, involving a limited
number of factors and straightforward task management. The candidate can show this through:
identifying the strengths and weaknesses of all stages of the problem solving strategy
— ie analysing the situation, planning and organising the task and the outcome of the
activity
clearly referring to evidence on aspects of the strategy such as whether all factors
were identified; effectiveness of the strategy and planning; suitability of resources;
or appropriateness of the outcome
drawing a conclusion — this should refer to, and consider, the evidence. The
conclusion might involve suggesting an alternative or modification to the strategy or
plan, making a prediction or a generalisation
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Reviewing and Evaluating SCQF 5
General skill
Review and evaluate a problem solving activity.
Specific skills
The candidate must:
evaluate the effectiveness of all stages of the problem solving strategy and assess or
explain the relevance of the evidence
draw conclusions and justify them with reference to the evidence
Further information
The candidate can deal with an activity in an unfamiliar context where the relationships
between factors are clear. Alternatively, the candidate can deal with an activity in a
familiar context where relationships need to be clarified. In both cases, the plan is likely
to involve more than one strand and the resources used will be less familiar. The candidate can show this through:
evaluating all stages of the problem solving strategy — ie analysing the situation,
planning and organising the task and the outcome of the activity. They may do this
using criteria which they have devised. Alternatively, candidates could select
evaluation criteria from a range provided or adopt, or adapt, a set of established
criteria
explaining the supporting evidence — this must include some assessment or
explanation which goes beyond a mere re-statement of the evidence
drawing conclusions — this might involve suggestions for alternative or modified
strategies or further work; or making predictions or generalisations. The conclusions
should be appropriate and supported by the available evidence
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Reviewing and Evaluating SCQF 6
General skill
Review and evaluate a complex problem solving activity.
Specific skills
The candidate must:
evaluate the effectiveness of all stages of the strategy/strategies
identify and gather appropriate evidence
draw conclusions and make recommendations
Further information
Candidates will be dealing with an activity where the factors involved may be numerous,
complex or unfamiliar, where relationships need to be clarified and where the task
management itself is complex. The candidate can show this through:
analysing the effectiveness of all aspects of a problem solving strategy — ie
analysing the situation, planning and organising the task and the outcome of the
activity. Evaluation should include reference to any modifications to the strategy
during the course of the activity or to alternative strategies considered. Candidates
may devise their own criteria for evaluation or adopt, or adapt, a set of established
criteria
identifying and gathering appropriate evidence to support the evaluation — sources
of evidence might include use of qualitative/quantitative methods; comparisons with
other systems or products; impact studies; product testing; or market research
drawing conclusions — candidates should consider all the evidence coherently with
no major aspect omitted
making recommendations — the full set of conclusions should be drawn on in
making recommendations. Recommendations could include suggestions for
improvements to a product, process, system, or event; the need for further evidence
or in-depth investigation; use of an alternative strategy in future
Core Skills Framework: an introduction — Working with Others
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Working with Others
Examples of tasks might include:
Level 2: In a classroom or workroom, with support, work co-operatively to
re-organise a seating plan and display of work or information. With support,
assess own contribution to activity and/or activities and identify some
objectives for future learning.
Level 3: Work co-operatively to carry out an investigation on a topic of local
interest including, with limited support, the identification of roles within the
group. The investigation should involve the gathering and collating of
information, and presenting results. The candidate should be able to identify
their own strengths and weaknesses in terms of their contribution to the co-
operative activity and/or activities, accept feedback and advice, and identify
some objectives for future learning.
Level 4: In an educational, community or work context, work co-operatively
to carry out a money-raising event in support of a charitable appeal such as
Children in Need. The roles should be identified, given the collective
strengths and weaknesses, and should be adapted to accommodate emerging
difficulties. The candidate should refer to supporting evidence in carrying out
an evaluation of their performance within the co-operative activity and/or
activities. They should identify their own learning from the experience and,
considering the involvement of others, evaluate their own and overall co-
operative working.
Level 5: Working co-operatively, through clearly identified roles, to
implement a promotional activity and/or activities to increase attendance at a
community event. Individuals should be pro-active in adapting their own role
as the activity and/or activities progress, and should seek and offer support to
others involved, whilst being aware of emerging/changing roles. The
candidate should decide on their own criteria for evaluating their contribution
to the co-operative activity and/or activities. Using the selected criteria and
considering the involvement of others, the candidate should evaluate their
own and overall co-operative working, referring to supporting evidence.
Conclusions should be justified in relation to the evidence gathered.
Level 6: Devise, promote and implement a project to reduce waste in a
workplace. Analysis of strengths and weaknesses should be conducted and
roles identified appropriately. The project may include measures such as
recycling and improving energy efficiency. The complexity of the roles
within the activity and/or activities should be reflected in the candidate’s
ability to adapt their role and behaviour to accommodate changing and
challenging interpersonal situations. Considering the involvement of others,
the candidate should analyse and evaluate both their own and the overall co-
operative working, referring to supporting evidence. The candidate should
draw conclusions and justify these, providing recommendations for future co-
operative working based on the evaluative process.
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Working Co-operatively with Others SCQF 2
General skill
In very simple interactions, work with others co-operatively on an activity and/or
activities, with support.
Specific skills
The candidate must:
identify own role and the roles of others involved
ask for, and/or give, information and support from/to others involved in a helpful
way
Further information
The co-operative activity and/or activities should be capable of being broken down into
very simple tasks and/or roles and should be similar to activities already practised by the
candidate. The interpersonal skills should be very simple. The candidate can show this through:
identifying own role within the co-operative activity and/or activities
co-operating with others — eg by assisting in the task, recognising preferences,
providing information, offering to help, being polite and/or asking for help
turning up on time
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Working Co-operatively with Others SCQF 3
General skill
In simple interactions, work with others co-operatively on an activity and/or activities.
Specific skills
The candidate must:
identify own role and the roles of others involved, adapting own role as necessary,
with limited support
ask for, and/or give, relevant information and appropriate support from/to others in a
helpful way
Further information
The co-operative activity and/or activities may be relatively unfamiliar but should have a
clear aim and be capable of being broken down into simple roles. The roles themselves
should be familiar to the candidate. The interpersonal skills should be simple. The candidate can should this through:
identifying own role within the co-operative activity and/or activities
co-operating with others — eg listen and respond appropriately to the needs and
wishes of others; show consideration for needs of others, being reliable
adapting role, with limited support, to overcome difficulties, if they arise
The candidate may need some support to understand the tasks to be undertaken and
interpersonal skills involved. The candidate will then adhere to responsibilities allocated,
but display a willingness to adapt own role, with limited support, should difficulties arise.
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Working Co-operatively with Others SCQF 4
General skill
In straightforward interactions, work with others co-operatively on an activity and/or
activities.
Specific skills
The candidate must:
identify the main roles which make up the activity and/or activities, the individual’s
role, and the roles of others
work co-operatively to identify the relationships between the roles which make up
the activity and/or activities, adapting own role as necessary
actively seek, and/or provide, relevant and appropriate support from/to others
Further information
The overall goal for the co-operative activity and/or activities should be clear and the
activity and/or activities should be capable of being broken down into separate roles. This
may include recognising individual preferences. Relationships between component roles
should be straightforward. The interpersonal skills should also be straightforward. The candidate can show this through:
working with others to identify the individual roles within the activity and/or
activities and the relationships between them
responding sensitively to the needs of others — eg in recognising any strengths,
skills, and preferences
seeking and offering support — eg by praising, encouraging, sharing resources,
demonstrating, or explaining
being pro-active in adapting own role and performance to accommodate any
emerging difficulties
The candidate may need some limited support to adapt their own role and behaviours and
interpersonal skills involved to accommodate any emerging difficulties.
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Working Co-operatively with Others SCQF 5
General skill
In interactions, work with others co-operatively on an activity and/or activities.
Specific skills
The candidate must:
identify own role and the roles which make up the activity and/or activities and the
relationships between them
organise own role to contribute effectively to the activity and/or activities, adapting
role as necessary
pro-actively seek support and advice from others
pro-actively provide support and advice to others to complete the activity and/or
activities
Further information
The overall goal for the co-operative activity and/or activities should be clear and the
activity and/or activities should be capable of being broken into separate roles which may
be complex. Relationships between roles may not be immediately obvious. The
interpersonal skills needed may be varied, some of which may be challenging. The candidate can show this through:
working with others to identify the requirements of the activity and/or activities and
the roles and relationships between them
encouraging co-operative working — eg anticipating the needs of others, keeping
others informed of progress, taking time to praise
making and/or accepting suggestions and alter own role and behaviour appropriately
to deal with any difficulties — eg maintaining an open mind to others’ ideas
contributing to any decision making, managing any emerging role changes and
resolving any behavioural conflict — eg keeping calm in difficult situations/
circumstances
taking responsibility for helping others (without being asked) and to ask for help/
advice/views, etc rather than waiting for it to be offered
The candidate may need some limited support to manage behavioural conflict,
interpersonal skills involved and emerging role changes.
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Working Co-operatively with Others SCQF 6
General skill
In complex interactions, work with others co-operatively on an activity and/or activities.
Specific skills
The candidate must:
analyse own role and the roles that make up the activity and/or activities and the
relationship between them
organise own role to contribute effectively to the activity and/or activities, adapting
own role as necessary
negotiate working methods
promote co-operative working with others, progress towards shared goal
use interpersonal skills effectively
Further information
The overall goal for the co-operative activity and/or activities should be clear and should
be capable of being broken down into separate tasks which may be complex.
Relationships and roles will not be obvious and the candidate should be able to identify
emerging role changes and adapt own behaviour to accommodate changing dynamics. The candidate can show this through:
analysing the requirements of the roles and relationships between them
negotiating working methods consistent with available resources
promoting co-operative working towards a consensus — eg by offering
encouragement; valuing diversity; sharing resources; modifying behaviour to meet
the needs of different colleagues and situations; dealing with disagreement
sensitively
encouraging positive motivation to progress and overcome any barriers and/or
difficulties
independently managing behavioural conflict such as challenging interpersonal
situations for example aggressive, passive or manipulative behaviours, in a mature
way
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Reviewing Co-operative Contribution SCQF 2
General skill
Review own work with others in a co-operative activity and/or activities, with support.
Specific skills
The candidate must:
identify a strength and an area for improvement of own contribution to co-operative
working
identify some very simple objectives for future learning
Further information
Very simple criteria or structured questions should be provided to support the candidate’s
review of their own contribution and identification of future learning needs. The candidate can show this through:
reviewing own contribution to the co-operative activity and/or activities, using some
very simple given criteria or questions as prompts
giving examples of their own contribution
identifying some objectives for improvement of own skills, using some very simple
given criteria or questions as prompts
The candidate may need feedback and/or advice when considering objectives for their
future learning.
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Reviewing Co-operative Contribution SCQF 3
General skill
Review own work with others in a co-operative activity and/or activities.
Specific skills
The candidate must:
identify strengths and areas for improvement of own contribution to co-operative
working
identify some simple objectives for future learning
Further information
The candidate can show this through:
identifying some simple evaluation criteria
reviewing own contribution to the activity and/or activities using selected criteria
considering feedback and/or advice
identifying some objectives for improvement of own skills, using some simple
criteria or questions
The candidate may need some support in identifying and selecting the criteria to be used
for evaluation. The candidate may also need limited support when identifying objectives.
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Reviewing Co-operative Contribution SCQF 4
General skill
Review work with others in a co-operative activity and/or activities.
Specific skills
The candidate must:
identify own strengths and weaknesses of contribution to co-operative working
evaluate overall co-operative working, considering own involvement and the
involvement of others, referring to supporting evidence
identify own learning and some objectives for future co-operative working
Further information
The candidate will decide the criteria and evidence for identifying their own strengths and
weaknesses, and for evaluating their contribution to the co-operative working. The
candidate will recognise new or improved skills acquired in co-operative working and
will identify some objectives for future co-operative working. The candidate can show this through:
identifying evaluation criteria
evaluating own contribution and the contribution of others to co-operative working
using the identified criteria
receiving and considering feedback and advice
identifying some objectives for improvement both of own skills, and of future co-
operative working
The candidate may need limited support when identifying objectives for the improvement
of future co-operative working.
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Reviewing Co-operative Contribution SCQF 5
General skill
Review work with others in a co-operative activity and/or activities.
Specific skills
The candidate must:
evaluate overall co-operative working, considering own involvement and the
involvement of others, referring to supporting evidence
draw conclusions and justify them with reference to supporting evidence
identify own learning and objectives for future co-operative working
Further information
The candidate will decide the criteria for identifying their own strengths and weaknesses
and those of the overall co-operative process, presenting evidence to justify their
conclusions. The candidate will identify new or improved skills acquired and some
objectives for future co-operative working. The candidate can show this through:
developing evaluation criteria
evaluating own contribution and the contribution of others to co-operative working
using the evaluation criteria
drawing and justifying conclusions with supporting evidence
receiving and considering feedback and advice
using results of own reflection and feedback received from others to identify
objectives for any improvement of own skills and of future co-operative working
The evaluation criteria should consider roles, interaction and interpersonal contributions
of others involved in the co-operative activity and/or activities.
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Reviewing Co-operative Contribution SCQF 6
General skill
Review work with others in a co-operative activity and/or activities.
Specific skills
The candidate must:
evaluate overall co-operative working, considering own involvement and the
involvement of others, referring to supporting evidence
draw conclusions and justify them with reference to supporting evidence
identify learning objectives based on the evaluation and make recommendations for
future co-operative working
Further information
The candidate will develop criteria for analysing and evaluating the strengths and
weaknesses of the overall co-operative working. Based on the information gathered, the
candidate will draw conclusions, presenting evidence to justify them. The candidate will
provide recommendations for future co-operative working. The candidate can show this through:
developing evaluation criteria
receiving and considering feedback and advice
evaluating own contribution and the contribution of others to co-operative working
using the evaluation criteria
drawing conclusions and justifying them with reference to supporting evidence
using reflection and feedback received to identify learning objectives and make
recommendations for any future co-operative working
The evaluation criteria should consider roles, interaction, and interpersonal contributions
of others involved in the co-operative activity and/or activities.